Characterizing the Nature of Students' Feature Noticing-and-Using with Respect to Mathematical Symbols across Different Levels of Algebra Exposure

Autor/in	Sullivan, Patrick
Titel	Characterizing the Nature of Students' Feature Noticing-and-Using with Respect to Mathematical Symbols across Different Levels of Algebra Exposure
Quelle	(2013), (366 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The Pennsylvania State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-4832-4
Schlagwörter	Hochschulschrift; Dissertation; Secondary School Mathematics; Algebra; High School Students; Symbols (Mathematics); Attention; Mathematics Skills; Taxonomy; Mathematical Logic; Abstract Reasoning; Learning Strategies + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aufmerksamkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Taxonomie; Mathematical logics; Mathematische Logik; Abstraktes Denken; Denken; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	The purpose of this study is to examine the nature of what students notice about symbols and use as they solve unfamiliar algebra problems based on familiar algebra concepts and involving symbolic inscriptions. The researcher conducted a study of students at three levels of algebra exposure: (a) students enrolled in a high school pre-calculus course, (b) college students enrolled in a second semester calculus course, and (c) prospective secondary mathematics teachers enrolled in a mathematics teaching methods course and who have completed three semesters of calculus, linear algebra, an introduction to proof and several upper level mathematics courses. Six students from each level of algebra exposure were asked to reason about a series of novel algebra problems that involved symbolic inscriptions and content typical of a second-year algebra course. Data were analyzed for instances of recognizing, reasoning, and linking. One of the outcomes of the research was the development of a feature noticing-and-using taxonomy. The researcher found that students' feature noticing-and-using was characterized by three different strategies: manipulative, relational, and linking. Most students reasoned from a manipulative strategy, but it was found that students faced challenges reasoning from each of these strategies. Students at the highest level of algebra exposure were much more likely than the other two levels of algebra exposure to use multiple strategies in their reasoning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01